A prática social de inclusão de aluno(a)s com deficiência intelectual: um olhar para a práxis e para as vozes de docentes, de discentes e de familiares do(a)s estudantes
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFU |
Texto Completo: | https://repositorio.ufu.br/handle/123456789/31395 http://doi.org/10.14393/ufu.te.2021.6006 |
Resumo: | In this doctoral thesis, we investigate the social practice of inclusion of students with intellectual disabilities and the discursive evaluations and representations built in the school context of inclusive education, by teachers, students and their families. We analyzed this practice in two state schools in Minas Gerais, in the regular classrooms of regular education, in the final years of elementary school and in the resource rooms of the Specialised Educational Service, based on observations and semi-structured interviews. The participants in this research are 08 teachers, 10 students and 9 representatives of the parent / guardian segment. To undertake this study, we adopted the theoretical assumptions of Critical Discourse Analysis (ADC), especially Norman Fairclough's dialectical-relational approach (1989, 1999, 2003, 2012), with a focus on representational and identificational meanings. From the representational meaning, we use the interdiscursivity category; of the identificational meaning, the evaluation. For the analysis of the evaluations, we used Martin and White's (2005) Evaluation System. We also adopted the Inclusive Education guidelines as a theoretical framework, mainly the documents that govern it in the state of Minas Gerais, and the official guidelines about teaching reading / literacy contained in the National Curriculum Parameters (PCN), in the Minas Gerais Reference Curriculum (CRMG) and at the National Common Curricular Base (BNCC), thus making a theoretical, methodological, spatial and perception triangulation of the different participants, as directed by Denzim (1970). The data revealed that, despite all the efforts of the teachers, the school inclusion of students with ID, practiced in the schools participating in the research, still needs readjustments and overcoming obstacles and challenges for it to be carried out as proclaimed. in official documents. It is necessary to implement actions that enable the development of the reading competence of the student (s) and the interaction of these student (s) during classes, as some student (s), despite being in the years end of elementary school, have not yet developed the ability to read. Many barriers that still hinder the effective participation of students need to be eliminated, such as the lack of support professional, material resources and training for professionals. The representations and evaluations constructed by teachers and relatives of the students, materialized mainly in the interviews, are mostly related to the beliefs and values of these social actors, who express, predominantly, behavioral evaluations, corresponding to the category Judgment, of the Attitude Subsystem, when referring to the student(s). There are few assessments of Affection, with insecurity and dissatisfaction prevailing. The marks of appreciation identified collaborate with the representations constructed about inclusive education, the school, teaching and students. These evaluation strategies are mostly negative, being materialized through processes, circumstances and attributes, mainly. Finally, we believe that it is necessary to focus especially on the potential of each one of these students, to avoid the naturalization of prejudices and stigmas, very common when focusing on the difficulties of the students, which greatly impairs its development. We hope that this study will contribute to a greater understanding of the process of inclusion of students with ID in public schools in Minas Gerais. |
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A prática social de inclusão de aluno(a)s com deficiência intelectual: um olhar para a práxis e para as vozes de docentes, de discentes e de familiares do(a)s estudantesThe social practice of inclusion of students with intellectual disabilities: a look at the praxis and the voices of teachers, students and family members of studentsEducação InclusivaLinguísticaDeficiência IntelectualRepresentações DiscursivasAnálise de Discurso - CríticaAvaliações DiscursivasInclusive EducationIntellectual DisabilityCritical Discourse AnalysisDiscursive representationsDiscursive EvaluationsCNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICAIn this doctoral thesis, we investigate the social practice of inclusion of students with intellectual disabilities and the discursive evaluations and representations built in the school context of inclusive education, by teachers, students and their families. We analyzed this practice in two state schools in Minas Gerais, in the regular classrooms of regular education, in the final years of elementary school and in the resource rooms of the Specialised Educational Service, based on observations and semi-structured interviews. The participants in this research are 08 teachers, 10 students and 9 representatives of the parent / guardian segment. To undertake this study, we adopted the theoretical assumptions of Critical Discourse Analysis (ADC), especially Norman Fairclough's dialectical-relational approach (1989, 1999, 2003, 2012), with a focus on representational and identificational meanings. From the representational meaning, we use the interdiscursivity category; of the identificational meaning, the evaluation. For the analysis of the evaluations, we used Martin and White's (2005) Evaluation System. We also adopted the Inclusive Education guidelines as a theoretical framework, mainly the documents that govern it in the state of Minas Gerais, and the official guidelines about teaching reading / literacy contained in the National Curriculum Parameters (PCN), in the Minas Gerais Reference Curriculum (CRMG) and at the National Common Curricular Base (BNCC), thus making a theoretical, methodological, spatial and perception triangulation of the different participants, as directed by Denzim (1970). The data revealed that, despite all the efforts of the teachers, the school inclusion of students with ID, practiced in the schools participating in the research, still needs readjustments and overcoming obstacles and challenges for it to be carried out as proclaimed. in official documents. It is necessary to implement actions that enable the development of the reading competence of the student (s) and the interaction of these student (s) during classes, as some student (s), despite being in the years end of elementary school, have not yet developed the ability to read. Many barriers that still hinder the effective participation of students need to be eliminated, such as the lack of support professional, material resources and training for professionals. The representations and evaluations constructed by teachers and relatives of the students, materialized mainly in the interviews, are mostly related to the beliefs and values of these social actors, who express, predominantly, behavioral evaluations, corresponding to the category Judgment, of the Attitude Subsystem, when referring to the student(s). There are few assessments of Affection, with insecurity and dissatisfaction prevailing. The marks of appreciation identified collaborate with the representations constructed about inclusive education, the school, teaching and students. These evaluation strategies are mostly negative, being materialized through processes, circumstances and attributes, mainly. Finally, we believe that it is necessary to focus especially on the potential of each one of these students, to avoid the naturalization of prejudices and stigmas, very common when focusing on the difficulties of the students, which greatly impairs its development. We hope that this study will contribute to a greater understanding of the process of inclusion of students with ID in public schools in Minas Gerais.Tese (Doutorado)Nesta tese de doutorado, investigamos a prática social de inclusão de aluno(a)s com deficiência intelectual (DI) e as avaliações e representações discursivas construídas no contexto escolar da educação inclusiva, pelo(a)s docentes, discentes e seus familiares. Analisamos essa prática em duas escolas estaduais de Minas Gerais, nas salas de aulas comuns do ensino regular, nos anos finais do ensino fundamental e nas salas de recursos do Atendimento Educacional Especializado, a partir de observações e entrevistas semiestruturadas. O(A)s participantes desta pesquisa são 08 professoras, 10 estudantes e 9 representantes do segmento de pais/responsáveis. Para empreendermos este estudo, adotamos os pressupostos teóricos da Análise de Discurso Crítica (ADC), especialmente a abordagem dialético-relacional de Norman Fairclough (1989, 1999, 2003, 2012), com enfoque nos significados representacional e identificacional. Do significado representacional, utilizamos a categoria interdiscursividade; do significado identificacional, a avaliação. Para análise das avaliações, baseamo-nos no Sistema de Avaliatividade, de Martin e White (2005).Adotamos também como referencial teórico as diretrizes da Educação Inclusiva, principalmente os documentos que a regem no estado mineiro, e as orientações oficiais acerca do ensino de leitura/letramento contidas nos Parâmetros Curriculares Nacionais (PCN), no Currículo Referência de Minas Gerais (CRMG) e na Base Nacional Comum Curricular (BNCC), fazendo, portanto, uma triangulação teórica, metodológica, espacial e de percepção dos diferentes participantes, como orienta Denzim (1970). Os dados nos revelaram que, apesar de todo o empenho das professoras, a inclusão escolar de aluno(a)s com DI, praticada nas escolas coparticipantes da pesquisa, ainda precisa de reajustes e superação de obstáculos e desafios para que se efetive tal como apregoada nos documentos oficiais. É necessária a implementação de ações que viabilizem o desenvolvimento da competência leitora do(a)s aluno(a)s e a interação desse(a)s estudantes durante as aulas, pois alguns(mas) aluno(a)s, apesar de estarem nos anos finais do ensino fundamental, ainda não desenvolveram a habilidade de leitura. Muitas barreiras que ainda impedem a participação efetiva do(a)s estudantes precisam ser eliminadas, tais como a falta do(a) profissional de apoio, de recursos materiais e de formação para o(a)s profissionais. As representações e avaliações construídas por docentes e familiares dos discentes, materializadas, principalmente, nas entrevistas estão, em sua maioria, relacionadas às crenças e valores desses atores sociais, que expressam, predominantemente, avaliações comportamentais, correspondentes à categoria Julgamento, do Subsistema Atitude, quando se referem ao(à)s aluno(a)s. Há poucas avaliações de Afeto, prevalecendo as de insegurança e de insatisfação. As marcas de apreciação identificadas colaboram com as representações construídas acerca da educação inclusiva, da escola, do ensino e do(a)s estudantes. Essas estratégias avaliativas são, em sua maioria, negativas, sendo materializadas por meio de processos, circunstâncias e atributos, principalmente. Por fim, acreditamos que é preciso focar especialmente nas potencialidades de cada um(a) desse(a)s aluno(a)s, para evitar a naturalização de preconceitos e estigmas, muito comum quando se foca nas dificuldades do(a)s estudantes, o que prejudica sobremaneira seu desenvolvimento. Esperamos que este estudo contribua para uma maior compreensão do processo de inclusão de aluno(a)s com DI nas escolas públicas mineiras.Universidade Federal de UberlândiaBrasilPrograma de Pós-graduação em Estudos LinguísticosOttoni, Maria Aparecida ResendeOttoni, Maria Aparecida ResendeBrito, Cristiane Carvalho de PaulaVilela, Maria Aparecida Augusto SattoPascual, MarianaBatista Júnior, José Ribamar LopesFernandes, Maria José da Silva2021-03-08T22:32:20Z2021-03-08T22:32:20Z2020-12-22info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisapplication/pdfFERNANDES, Maria José da Silva. A prática social de inclusão de aluno(a)s com deficiência intelectual: um olhar para a práxis e para as vozes de docentes, de discentes e de familiares do(a)s estudantes. 2020.323 f. Tese (Doutorado em Estudos Linguísticos) - Universidade Federal de Uberlândia, Uberlândia, 2020. DOI http://doi.org/10.14393/ufu.te.2021.6006.https://repositorio.ufu.br/handle/123456789/31395http://doi.org/10.14393/ufu.te.2021.6006porinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFUinstname:Universidade Federal de Uberlândia (UFU)instacron:UFU2021-03-09T06:16:28Zoai:repositorio.ufu.br:123456789/31395Repositório InstitucionalONGhttp://repositorio.ufu.br/oai/requestdiinf@dirbi.ufu.bropendoar:2021-03-09T06:16:28Repositório Institucional da UFU - Universidade Federal de Uberlândia (UFU)false |
dc.title.none.fl_str_mv |
A prática social de inclusão de aluno(a)s com deficiência intelectual: um olhar para a práxis e para as vozes de docentes, de discentes e de familiares do(a)s estudantes The social practice of inclusion of students with intellectual disabilities: a look at the praxis and the voices of teachers, students and family members of students |
title |
A prática social de inclusão de aluno(a)s com deficiência intelectual: um olhar para a práxis e para as vozes de docentes, de discentes e de familiares do(a)s estudantes |
spellingShingle |
A prática social de inclusão de aluno(a)s com deficiência intelectual: um olhar para a práxis e para as vozes de docentes, de discentes e de familiares do(a)s estudantes Fernandes, Maria José da Silva Educação Inclusiva Linguística Deficiência Intelectual Representações Discursivas Análise de Discurso - Crítica Avaliações Discursivas Inclusive Education Intellectual Disability Critical Discourse Analysis Discursive representations Discursive Evaluations CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA |
title_short |
A prática social de inclusão de aluno(a)s com deficiência intelectual: um olhar para a práxis e para as vozes de docentes, de discentes e de familiares do(a)s estudantes |
title_full |
A prática social de inclusão de aluno(a)s com deficiência intelectual: um olhar para a práxis e para as vozes de docentes, de discentes e de familiares do(a)s estudantes |
title_fullStr |
A prática social de inclusão de aluno(a)s com deficiência intelectual: um olhar para a práxis e para as vozes de docentes, de discentes e de familiares do(a)s estudantes |
title_full_unstemmed |
A prática social de inclusão de aluno(a)s com deficiência intelectual: um olhar para a práxis e para as vozes de docentes, de discentes e de familiares do(a)s estudantes |
title_sort |
A prática social de inclusão de aluno(a)s com deficiência intelectual: um olhar para a práxis e para as vozes de docentes, de discentes e de familiares do(a)s estudantes |
author |
Fernandes, Maria José da Silva |
author_facet |
Fernandes, Maria José da Silva |
author_role |
author |
dc.contributor.none.fl_str_mv |
Ottoni, Maria Aparecida Resende Ottoni, Maria Aparecida Resende Brito, Cristiane Carvalho de Paula Vilela, Maria Aparecida Augusto Satto Pascual, Mariana Batista Júnior, José Ribamar Lopes |
dc.contributor.author.fl_str_mv |
Fernandes, Maria José da Silva |
dc.subject.por.fl_str_mv |
Educação Inclusiva Linguística Deficiência Intelectual Representações Discursivas Análise de Discurso - Crítica Avaliações Discursivas Inclusive Education Intellectual Disability Critical Discourse Analysis Discursive representations Discursive Evaluations CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA |
topic |
Educação Inclusiva Linguística Deficiência Intelectual Representações Discursivas Análise de Discurso - Crítica Avaliações Discursivas Inclusive Education Intellectual Disability Critical Discourse Analysis Discursive representations Discursive Evaluations CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA |
description |
In this doctoral thesis, we investigate the social practice of inclusion of students with intellectual disabilities and the discursive evaluations and representations built in the school context of inclusive education, by teachers, students and their families. We analyzed this practice in two state schools in Minas Gerais, in the regular classrooms of regular education, in the final years of elementary school and in the resource rooms of the Specialised Educational Service, based on observations and semi-structured interviews. The participants in this research are 08 teachers, 10 students and 9 representatives of the parent / guardian segment. To undertake this study, we adopted the theoretical assumptions of Critical Discourse Analysis (ADC), especially Norman Fairclough's dialectical-relational approach (1989, 1999, 2003, 2012), with a focus on representational and identificational meanings. From the representational meaning, we use the interdiscursivity category; of the identificational meaning, the evaluation. For the analysis of the evaluations, we used Martin and White's (2005) Evaluation System. We also adopted the Inclusive Education guidelines as a theoretical framework, mainly the documents that govern it in the state of Minas Gerais, and the official guidelines about teaching reading / literacy contained in the National Curriculum Parameters (PCN), in the Minas Gerais Reference Curriculum (CRMG) and at the National Common Curricular Base (BNCC), thus making a theoretical, methodological, spatial and perception triangulation of the different participants, as directed by Denzim (1970). The data revealed that, despite all the efforts of the teachers, the school inclusion of students with ID, practiced in the schools participating in the research, still needs readjustments and overcoming obstacles and challenges for it to be carried out as proclaimed. in official documents. It is necessary to implement actions that enable the development of the reading competence of the student (s) and the interaction of these student (s) during classes, as some student (s), despite being in the years end of elementary school, have not yet developed the ability to read. Many barriers that still hinder the effective participation of students need to be eliminated, such as the lack of support professional, material resources and training for professionals. The representations and evaluations constructed by teachers and relatives of the students, materialized mainly in the interviews, are mostly related to the beliefs and values of these social actors, who express, predominantly, behavioral evaluations, corresponding to the category Judgment, of the Attitude Subsystem, when referring to the student(s). There are few assessments of Affection, with insecurity and dissatisfaction prevailing. The marks of appreciation identified collaborate with the representations constructed about inclusive education, the school, teaching and students. These evaluation strategies are mostly negative, being materialized through processes, circumstances and attributes, mainly. Finally, we believe that it is necessary to focus especially on the potential of each one of these students, to avoid the naturalization of prejudices and stigmas, very common when focusing on the difficulties of the students, which greatly impairs its development. We hope that this study will contribute to a greater understanding of the process of inclusion of students with ID in public schools in Minas Gerais. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-12-22 2021-03-08T22:32:20Z 2021-03-08T22:32:20Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/doctoralThesis |
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doctoralThesis |
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publishedVersion |
dc.identifier.uri.fl_str_mv |
FERNANDES, Maria José da Silva. A prática social de inclusão de aluno(a)s com deficiência intelectual: um olhar para a práxis e para as vozes de docentes, de discentes e de familiares do(a)s estudantes. 2020.323 f. Tese (Doutorado em Estudos Linguísticos) - Universidade Federal de Uberlândia, Uberlândia, 2020. DOI http://doi.org/10.14393/ufu.te.2021.6006. https://repositorio.ufu.br/handle/123456789/31395 http://doi.org/10.14393/ufu.te.2021.6006 |
identifier_str_mv |
FERNANDES, Maria José da Silva. A prática social de inclusão de aluno(a)s com deficiência intelectual: um olhar para a práxis e para as vozes de docentes, de discentes e de familiares do(a)s estudantes. 2020.323 f. Tese (Doutorado em Estudos Linguísticos) - Universidade Federal de Uberlândia, Uberlândia, 2020. DOI http://doi.org/10.14393/ufu.te.2021.6006. |
url |
https://repositorio.ufu.br/handle/123456789/31395 http://doi.org/10.14393/ufu.te.2021.6006 |
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Universidade Federal de Uberlândia Brasil Programa de Pós-graduação em Estudos Linguísticos |
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Universidade Federal de Uberlândia Brasil Programa de Pós-graduação em Estudos Linguísticos |
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reponame:Repositório Institucional da UFU instname:Universidade Federal de Uberlândia (UFU) instacron:UFU |
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Universidade Federal de Uberlândia (UFU) |
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Repositório Institucional da UFU |
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Repositório Institucional da UFU - Universidade Federal de Uberlândia (UFU) |
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diinf@dirbi.ufu.br |
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